New Zeeland Public Schools Physical Education Curriculum Guidezpsphysicaleducation.weebly.com/uploads/6/6/2/3/6623857/... · 2018. 9. 6. · Zeeland Public Schools K - 5 Physical

Zeeland Public Schools Physical Education Curriculum Guide

Gary L. Feenstra Superintendent

Chris Guimond-Cairns Assistant Superintendent of Instruction

Rewrite 2006

COMMITTEE MEMBERS

Elementary Committee Members Lars Draeger, Chairperson

Ruth Miller Marty Neifer

Gail Urbanski Jonathan Turner

Secondary Committee Members Betty Applegate, Chairperson

Mickey Cochran Barb Inman

Nancy Kamstra Bill Kowal

Steve Turner Rhonda Vredeveld

John Shillito Ralph Neal

TABLE OF CONTENTS

ELEMENTARY: Introduction.................................................................................................................1 Definition of a Physically Educated Person (NASPE) and .......................................3 Standards of a Physical Education Program, Grades K-5 Reference List ............................................................................................................4 Kindergarten Standards/Skill Sequence......................................................................5 Grade One Standards/Skill Sequence .......................................................................12 Grade Two Standards/Skill Sequence.......................................................................19 Grade Three Standards/Skill Sequence.....................................................................26 Grade Four Standards/Skill Sequence/Swimming....................................................31 Grade Five Standards/Skill Sequence/Swimming ....................................................37 Evaluation .................................................................................................................43

SECONDARY: Introduction...............................................................................................................44 Definition of a Physically Educated Person (NASPE) and ......................................45

Standards of a Physical Education Program, Grades 6-12 Grade Six ..................................................................................................................46 Grades Seven & Eight...............................................................................................48 Activity List ..............................................................................................................50 Skill Sequence...........................................................................................................51 High School Required Physical Education Course...................................................53 Lifeguard Training....................................................................................................55 Lifetime.....................................................................................................................57 CPR & More .............................................................................................................59 Aerobics ....................................................................................................................61 Strength and Conditioning ........................................................................................63 Basic Athletic Training.............................................................................................64 Fitness and Nutrition.................................................................................................66 Advanced Strength - Speed & Power .......................................................................70

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INTRODUCTION

K-5

Component Elements of the Program Guidelines The Guidelines for Physical Education Programs are based on the 5-point definition of the Physically Educated Person (see p. 3), developed by the National Association for Sport and Physical Education (NASPE) Outcomes Committee. The standards were designed to reflect broad areas of development and understanding which result from quality programs in Physical Education. It is the belief of the Physical Education Department that the standards provide specific, grade-appropriate statements that are consistent with the NASPE definition of a physically educated person. For each of the standards, objectives related to psychomotor, cognitive and/or affective behavior have been identified for grades K-5. These behavioral objectives represent a second-order level of specificity. As such, they reflect possible areas of curricular content, by grade level, that relate directly to the achievement of the general Physical Education Standards. Purpose of the Program Guidelines The standard statements are intended to serve as standards for quality Physical Education programs, grades K-5. It is the position of the Physical Education Department that these standards reflect essential areas of development and knowledge, resulting from an instructional program in Physical Education. The behavior objectives related to each standard, by grade level, are designed to further define and/or specify the Physical Education standards by identifying areas of psychomotor, cognitive, and/or affective content related to each of the standards. As such, the objectives are intended as suggestive of general curricular content, rather than as prescriptive of a standard curriculum. It is hoped that these objectives will be useful to those individuals currently teaching and new teachers arriving in the district. Definition of Terms The behavioral objectives are designed to provide content progressions both within a specific grade and across sequential grades. Four specific terms are used to denote a progressive sequence of skill development as follows: Attempt - Implies that the skill will be taught but the child will not master or show competency in the skill. This is a first level progression. Demonstrate - Implies that the child will demonstrate competency in the skill. This is a second level progression.

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Explore - Implies that the child has demonstrated competency in the skill and will explore variations of the movement. This is a third level progression. Sometimes explore is used at the sample activity level to imply a movement exploration or guided discovery approach to the teaching of the skill or concept. Review - Implies the continual review of the skill and serves as a developmental checkpoint. Skill Sequence In addition to this K-5 curriculum is a skill sequence designed to provide specific unit content. The sample activities are intended to illustrate tasks that can serve as behavioral criteria relative to the accomplishment of the objectives for a particular grade level.

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DEFINITION OF A PHYSICALLY EDUCATED PERSON (NASPE) AND STANDARDS OF A PHYSICAL EDUCATION PROGRAM, GRADES K-5

A Physically Educated Person: 1. HAS learned skills necessary to perform a variety of physical activities

A. The learner will develop body, spatial and temporal awareness. B. The learner will develop locomotor, manipulative and nonlocomotor skills. C. The learner will combine locomotor, nonlocomotor and manipulative skills in

movement, dance, games and sports. 2. IS physically fit 3. DOES participate regularly in physical activity

D. The learner will understand the benefits of regular physical activity and its relationship to lifetime fitness.

4. KNOWS the implications of and the benefits from involvement in physical activities

E. The learner will develop listening skills and safety awareness. F. The learner will understand, appreciate and apply rules, regulations, strategies, and

etiquette for movement, dance, games and sport. G. The learner will appreciate the aesthetic and creative qualities of movement.

5. VALUES physical activity and its contributions to a healthful lifestyle

H. The learner will develop self-confidence and interpersonal skills.

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REFERENCE LIST

Eastern District of the American Alliance for Health, Physical Education, Recreation and Dance (1991). Physical Education Program Guidelines, Grades K-5. EDAAHPERD. Report from the Surgeon General of the United States (1996). Physical Activity and Health. AAHPERD Content Standards K-12 Curriculum Guidelines (1995).

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Zeeland Public Schools K - 5 Physical Education Program Standards

Kindergarten

(Music and Motion) Standard 1: The learner will develop body, spatial and temporal awareness. 1. The learner will demonstrate common body positions.

a) Perform the four body positions of tuck, pike, lay-out and straddle. b) Explore various shapes.

2. The learner will explore general and personal space.

a) Explore personal space through the use of hula hoops, bags or ropes. b) Explore personal space by varying body positions and levels. c) Explore general space by changing direction quickly to a signal. d) Explore moving from general space back to personal space upon command. e) Explore moving by varying the size of general space from large/small or small/large.

3. The learner will demonstrate the concepts of directionality and laterality.

a) Move front/back, side/side and in/out. b) Move up/down and under/over. c) Explore moving left/right. d) Explore moving in opposition and alternately. e) Explore moving in synchrony. f) Participate in activities such as Simon Says.

4. The learner will demonstrate moving to various rhythms.

a) Explore moving with even/uneven rhythms. b) Perform exercises, songs and simple dances to the rhythm of the music.

5. The learner will demonstrate forward rotational skills.

a) Perform the log, egg, and shoulder rolls. 6. The learner will demonstrate moving at various levels.

a) Explore moving at high, medium, and low levels. b) Participate in fleeing and chasing activities while varying the levels.

7. The learner will explore variations in force/effort.

a) Explore such activities as walking, running, jumping by varying force/effort. b) Explore throwing and striking activities by varying force/effort. c) Explore such activities as twisting, turning, bending and stretching by varying force/effort.

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Standard 2: The learner will develop locomotor, manipulative and nonlocomotor skills. 1. The learner will demonstrate walking, running, jogging, sliding, and jumping.

a) Travel varying direction, pathway and effort. b) Jump from various heights and over various obstacles. c) Change speeds to music.

2. The learner will attempt the locomotor skills of skipping, hopping, leaping, and galloping.

a) Attempt galloping forward and backward with either foot leading. b) Attempt continuous jumping, leaping and hopping in all directions with varying effort. c) Explore different approaches to traveling over lines and ropes. d) Explore moving to a variety of images in poems or stories. e) Participate in chasing and fleeing activities.

3. The learner will demonstrate turning in a stationary position.

a) Explore turning by varying speed, level and direction. b) Explore turning using different shapes and position. c) Explore turning to various tempos.

4. The learner will integrate turning with locomotor skills.

a) Explore turning by varying speed, level and direction. b) Explore turning by using various locomotive patterns. c) Explore turning using various tempos. d) Spin on one foot and maintain balance. e) Jump using a turn.

5. The learner will demonstrate kicking.

a) Kick a large stationary ball. b) Kick a large stationary ball while running forward. c) Kick a large ball dropped out of her/his hands. d) Attempt kicking a moving ball. e) Explore kicking using strong and light effort. f) Explore kicking with different parts of the foot.

6. The learner will demonstrate throwing.

a) Throw an object with an overhand and underhand motion. b) Attempt throwing an object toward a target. c) Attempt throwing an object using various speeds, effort, levels, and directions. d) Explore throwing motions to various tempos.

7. The learner will attempt catching.

a) Stop a rolling object with various body parts. b) Catch a large object with her/his hands. c) Catch a large object from a rebound with hands. d) Explore the concept of giving with a movement and collapsing. e) Explore catching from a self-toss. f) Participate in pre-juggling activities with scarves.

8. The learner will attempt striking.

a) Strike a large stationary object without and with an implement. b) Strike a large moving object without and with an implement.

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c) Explore striking by varying effort and force. d) Explore striking with different body parts and in different directions.

9. The learner will demonstrate the nonlocomotor skills of stretching, twisting, curling, bending, holding, lifting, swaying and swinging.

a) Perform nonlocomotor skills in combination. b) Lift and hold equipment used in the activity. c) Explore nonlocomotor skills varying speed and level. d) Explore nonlocomotor skills varying shape. e) Participate in parachute activities.

10. The learner will attempt swinging, pushing, and pulling.

a) Explore swinging from various body parts. b) Push and pull equipment used in the activity. c) Explore swinging, pushing and pulling with varying effort. d) Participate in scooter activities and obstacle courses.

Standard 3: The learner will combine locomotor, nonlocomotor and manipulative skills in movement, dance, games and sports. 1. The learner will demonstrate nonlocomotor and manipulative skills in combination.

a) Explore manipulation of such objects as balloons, feathers, bean bags, yarn balls, foam paddles/bats and ribbons.

b) Explore self-tossing and catching activities. 2. The learner will demonstrate locomotor and manipulative skills in combination.

a) Explore various locomotor movements while manipulating ribbons, feathers or ropes. b) Explore self-tossing and catching activities in combination with walking and jogging. c) Explore striking objects such as balloons, beach balls and playground balls.

Standard 4: The learner will understand the benefits of regular physical activity and its relationship to lifetime fitness. 1. The learner will have the opportunity to develop cardiovascular endurance.

a) Participate in 20 minutes of class movement, dance, and/or games without undue cardiovascular fatigue.

2. The learner will have the opportunity to develop strength/endurance.

a) Hang by arms and legs from an elevated bar. b) Explore climbing and swinging activities on apparatus. c) Participate in activities such as seal walks, crab walks and mule kicks.

3. The learner will have the opportunity to develop flexibility.

a) Stretch specific muscle groups. b) Participate in movement songs and rhymes. c) Perform a sequence of shapes that represent stretching, bending and twisting. d) Perform activities such as see-saws, rolls and animal mimicry.

4. The learner will demonstrate exercises that increase cardiovascular endurance, muscular strength/endurance and

flexibility. a) Demonstrate an exercise for each fitness component.

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Standard 5: The learner will develop listening skills and safety awareness. 1. The learner will be able to start and stop on command.

a) Start and stop on an auditory or visual signal. 2. The learner will be able to maintain her/his personal space.

a) Participate in activities without colliding with other students. Standard 6: The learner will understand the general function and structure of the body. 1. The learner will locate the major parts of the body.

a) On command, point to a specified body part on self or a partner. b) Move specified body parts. c) Participate in activities such as Head, Shoulders, Knees and Toes.

Standard 7: The learner will understand, appreciate and apply rules, regulations, strategies, and appropriate etiquette for movement, dance, games and sports. 1. The learner will follow simple directions.

a) On command, start and stop. b) On command, go over, under, through and around objects. c) Solve simple movement challenges. d) Participate in parachute play.

2. The learner will follow a series of instructions for the activity.

a) On command, sequence two or more locomotor movements. b) Create a movement sequence following guidelines provided by the teacher.

3. The learner will participate in the activity without arguing. Standard 8: The learner will appreciate the aesthetic and creative qualities of movement. 1. The learner will create a sequence of nonlocomotor movements.

a) Develop an original sequence within given parameters. 2. The learner will demonstrate a movement in terms of level and tempo.

a) Differentiate between high, medium, and low levels. b) Differentiate between fast/slow movements.

Standard 9: The learner will develop self-confidence and interpersonal skills. 1. The learner will explore her/his physical limits.

a) Participate in personal movement challenges such as “How high can you jump?” or “How far can you throw?”

b) Participate in informal fitness assessment.

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2. The learner will solve movement related problems. a) Solve movement problems such as “Can you balance on three body parts?” b) Explore concepts of force and effort as they relate to throwing and striking.

3. The learner will accept responsibility when asked by the teacher.

a) Pick up and put away equipment. b) Use equipment properly.

4. The learner will demonstrate respect for individuals.

a) Ask and answer questions in a clear manner. b) Speak at appropriate times.

5. The learner will demonstrate cooperative skills.

a) Share equipment with a partner. b) Solve movement problems with a partner.

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Skill Sequence Kindergarten

LOCOMOTOR & NON-LOCOMOTOR MOVEMENTS posture walk jog run gallop hop jump skip march crawl creep side step turn walk on toes walk on heels dodge slide twist on toes twist swing sway bend MOVEMENT CONCEPTS Locatives: in out top beside front back over through under bottom Spatial Awareness: small shape twisted turn wide narrow body parts & function curved long Level: high medium low Direction: forward backward sideways up down diagonal Pathway: straight curve zig zag Speed: fast medium slow Beat: steady Effort: hard soft jerk continuous DANCE tap bounce clap hop jog side step stop twist skip jump walk stomp forward & backward march turn circle BALL SKILLS dribble roll roll & catch underhand throw overhand throw catch (self) foot stop foot dribble kick punt 2 handed overthrow trapping IMPLEMENT Scooters: sitting legs backward sitting legs forward kneeling turn with legs turn with arms both hands twist double push with legs double pull with legs GYMNASTICS landing from jump rocker-no-hands roll log roll egg roll balance mule kick bridge

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BEAM stand walk forward walk backward walk side balance skills crawl HULA HOOPS side jump in side jump out forward jump back jump out walk the dog beat w/hoop underhand throw waist turn forward turn away bounce catch back spin top spin locomotion space in hoop circle body twirl backward twirl step through roll BEAN BAGS bean bag handling dribble bean bag carry bean bag hopscotch balance bean bag Directional: around waist around head both legs one leg figure 8 APPLICATION OF SKILLS CREATIVE DRAMATICS: Animals: bird lion frog snake monkey penguin elephant donkey puppy Mechanical: airplane car rocket robot Holidays: seasons nature JUMP ROPE SINGLE twirl twirl & step through jump land the shot jump the shot line jumping: side to side over & back apart together LONG JUMP ROPE twirl w/one holding lulu bells

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Grade One

Standard 1: The learner will develop body, spatial and temporal awareness. 1. The learner will explore different body positions while jumping.

a) Explore different body positions when jumping from an elevation. b) Mimic different sport jumping skills.

2. The learner will demonstrate an understanding of general and personal space.

a) Explore general space by varying speed and direction. 3. The learner will share personal space.

a) Share a hula hoop with a partner and explore general space in the hula hoop. b) While attached to a partner, explore the boundaries of shared space.

4. The learner will demonstrate the concepts of directionality and laterality.

a) Move left/right. b) Move in opposition and alternatively.


a) Demonstrate even/uneven rhythms. b) Explore rhythmical movements by responding to various instruments. c) Explore moving to a range of musical rhythms and styles. d) Perform a singing dance in a group.

6. The learner will explore rotational skills.

a) Explore rolling movements. b) Explore rolling movements in combinations.

7. The learner will explore balance.

a) Explore balance at different levels on different body parts. b) Explore static and dynamic balance.

8. The learner will demonstrate climbing, supporting and balancing skills on various apparatus.

a) Balance on one body part. b) Alternately support weight on one body part.

9. The learner will demonstrate variations in force/effort.

a) Vary force and effort while running, jumping and throwing. b) Mimic various animal movements while changing the purpose of the movements.

Standard 2: The learner will develop locomotor, manipulative and nonlocomotor skills. 1. The learner will review walking, running, jogging, sliding and jumping.

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2. The learner will demonstrate hopping, skipping, jumping and galloping. a) Hop on one foot. b) Jump backward. c) Jump up onto a piece of apparatus. d) Gallop forward and backward with either foot leading.

3. The learner will attempt skipping, leaping and turning.

a) Explore leaping over objects on the floor. b) Explore combining leaping and running. c) Explore jumping and turning. d) Explore combinations of two or three locomotor movements in succession.

4. The learner will demonstrate kicking.

a) Kick a large moving ball. b) Attempt running and kicking a moving ball. c) Attempt kicking a ball at different levels.

5. The learner will demonstrate throwing.

a) Throw a small object toward a target. b) Throw a small object using various speeds. c) Throw a small object with an overhand motion demonstrating weight transfer, stepping in opposition

and using the entire arm. 6. The learner will demonstrate catching.

a) Catch a small object from a rebound. b) Catch a large object from a kick/strike.

7. The learner will demonstrate striking.

a) Strike a large stationary ball without and with an implement. b) Strike a large moving ball without and with an implement.

8. The learner will review the nonlocomotor skills of stretching, twisting, curling, bending, holding,

lifting and swaying. a) Demonstrate stillness at various levels using various shapes.

9. The learner will demonstrate swinging, pushing and pulling.

a) Move across an apparatus with a hand to hand motion. b) Push and pull using scooters. c) Participate in obstacle course activities.


a) Explore movements with implements such as hula hoops. b) Participate in self-toss and catch activities. c) Juggle scarves. d) Participate in games requiring striking, rolling and throwing.

2. The learner will demonstrate locomotor and manipulative skills in combination.

a) Explore running, catching and throwing. b) Participate in jump rope activities. c) Explore striking and running or jumping. d) Participate in activities and games that will lead up to skills in soccer, volleyball and basketball.

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Standard 4: The learner will understand the benefits of regular physical activity and will enhance personal fitness. 1. The learner will have the opportunity to develop cardiovascular endurance.

a) Participate in 30 minutes of movement, dance, and/or games featuring cardiovascular endurance. 2. The learner will have the opportunity to develop muscular strength/endurance.

a) Attempt to support her/his body weight in a variety of positions. b) Hang by arms or legs from an elevated bar. c) Support a portion of a partner’s body weight.


a) Participate in activities such as bridges or toe touches. b) Participate in flexibility warm-up exercises.

Standard 5: The learner will develop listening skills and safety awareness. 1. The learner will utilize personal and general space appropriately.

a) On command, stop and start. b) Participate in games and activities without bumping into others. c) Maintain proper spacing when utilizing apparatus or equipment.

2. The learner will recite safety rules for the activity and area he/she is using. 3. The learner will listen and follow instructions.

a) On command, combine movement sequences. b) Participate in activities such as Simon Says.

Standard 6: The learner will understand the general function and structure of the body. 1. The learner will identify the major parts of the body.

a) Move various body parts. b) Point to various body parts.

Standard 7: The learner will understand, appreciate and apply rules, regulations, strategies, and appropriate etiquette for movement, dance, games and sports. 1. The learner will follow the rules of the activity.

a) Given parameters, perform a sequence of movements. b) Given parameters, perform a short dance sequence. c) Follow the rules for simple games.

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Standard 8: The learner will appreciate the aesthetic and creative qualities of movement. 1. The learner will create a sequence of locomotor movements.

a) Develop an original sequence within given parameters. 2. The learner will compare movements in terms of level and tempo.

a) Contrast high/low levels. b) Contrast slow/fast tempos.


a) Participate in various self-testing activities. b) Participate in creative play.

2. The learner will solve movement related problems.

a) Participate in movement exploration and educational gymnastics. 3. The learner will accept responsibility when asked by the teacher.

a) Help put away and take out equipment. b) Help another student.

4. The learner will accept constructive criticism when delivered by the instructor. 5. The learner will demonstrate acceptance of individual differences by cooperating with classmates.

a) Work with different partners in throwing activities. b) Problem-solve with other students.

6. The learner will demonstrate cooperative skills.

a) Share equipment. b) Work with a partner to spot a third person. c) Participate in a squad. d) Participate with a partner in cooperative problem solving activities.

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Skill Sequence First Grade

LOCOMOTOR & NON-LOCOMOTOR MOVEMENTS walk posture gallop run hop leap jump skip march walk on toes twist on toes twist crab walk slide walk on heels creep swing turn bend sway side step dodging (tag) MOVEMENT CONCEPTS Locatives: in out top beside front back over through under bottom Spatial Awareness: shape twisted curved wide narrow long directionality laterality body parts & function small Level: high medium low Direction: forward backward sideways up down diagonal Pathway: straight curve zig zag Speed: fast medium slow Beat: even uneven Effort: hard soft jerk continuous DANCE/RHYTHM honors do sa do swing promenade clap circle left & right skip tap bounce twist mixer side jump walk hand jive bleking parachute paper plates forming square maneuvering square 4 forward 4 backward chairs BALL SKILLS dribble - hand 1-handed catch drop kick figure 8 ball to knee kick bowling foot dribble catch roll roll & catch trapping underhand throw overhand throw underhand strike 2-handed overhead throw side arm strike IMPLEMENT Scooters: push & pull sitting backward sitting forward turning arms kneeling stomach both hands figure 8’s turning legs one knee

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Scoops: self-catch drop/catch overhand throw scoop off ground underhand throw underhand roll catch roll Prejuggling: blow & catch two scarves one scarf catch up & down GYMNASTICS landing from tuck roll slap Swedish fall forward roll bridge knee fall mule kick straddle layout pike scale knee scale egg roll log roll rocks & bridges land forward roll tuck back rocker (over & under) BEAM walk forward walk backward walk side dip walk 1 foot balance knee scale non foot loco turn VAULT wolf/thief on squat on squat over BARS sit on bar overhand grip underhand grip front support mixed grip swing dismount hand walk straddle travel scale JUMP ROPE Long: run through twirling jump jump the shot land on the shot ladder Short: twirl twirl step through twirl step over twirl-jump Rope on the floor: bell skier side straddle forward straddle HULA HOOPS side jump in turn toward bounce & catch roll side jump out beat w/hoop catch back spin forward jump in pivot locomotion twirl step thru backward jump out underhand throw space in hoop twirl forward (jump rope) circle body-directional turn away waist hula twirl backward (jump rope) top spin arm hula neck hula FITNESS warm-up peak work strength cool down TRAVERSING Feet: inside edging outside edging front-pointing smearing foot switch/same hold Hands: crimp grip open hand

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CALISTHENICS ½ jumping jacks wall push ups jog in place half curls jumping jacks arm circles sit and reach mountain climber CREATIVE DRAMATICS Animals: bird lion frog monkey penguin elephant puppy fish snake donkey Mechanical: car robot big foot airplane bicycle rocket pump holidays form words substance seasons shape ocean rhythming texture nature emotions RACKETS 2-hand grip dribble up hit backward 1-hand grip hit up hit forward hit down overhead hit dribble down choke grip

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Grade Two

Standard 1: The learner will develop body, spatial and temporal awareness. 1. The learner will demonstrate different body positions while jumping.

a) Jump off an object using different body positions. b) Imitate jumping patterns of animals. c) Jump with a half turn and full turn.

2. The learner will review directionality and laterality.

a) Move forward and backward using walk, run, skip, hop and gallop. b) Identify left and right on self and partner. c) Slide left and right and move up and down stretching, reaching and bending. d) Identify the concept of same/opposite in movement. e) Move in opposition and alternately. f) Gallop diagonally, alternating lead foot.


a) Perform a singing game/dance in a group. b) Select a rhythm and demonstrate it through a movement. c) Clap to tempos led by teacher.

4. The learner will demonstrate rotational skills.

a) Attempt backward roll. b) Explore forward/backward rolling movements in various body positions. c) Explore combination of rotational skills d) Roll down an inclined plane. e) Perform a log roll.

5. The learner will demonstrate balancing skills.

a) Stand on one foot for 15 seconds. b) Explore balancing objects on various body parts. c) Explore dynamic balancing skills on lines or low beams/benches.

Standard 2: The learner will develop locomotor, manipulative and nonlocomotor skills. 1. The learner will review walking, running, jogging, sliding, galloping, jumping and hopping. 2. The learner will demonstrate skipping, leaping and turning.

a) Leap over objects on the floor. b) Skip backwards. c) Participate in activities such as tag games or relays using skipping, leaping and turning.

3. The learner will demonstrate kicking with either foot.

a) Kick a large moving ball several times with each foot. b) Run and kick a moving ball.

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c) Kick a ball toward various targets at different levels. d) Kick a large ball dropped out of her/his hands.

4. The learner will demonstrate throwing with either arm.

a) Throw a small object both underhand and overarm using various speeds and levels. b) Throw a small object with an overhand motion demonstrating weight transfer, stepping in opposition

and using the entire arm. c) Attempt throwing a small object on the move. d) Throw a small object toward a target with each hand. e) Participate in simple throwing games with a partner.

5. The learner will review catching.

a) Catch an object from a rebound. b) Catch an object from a strike/kick. c) Attempt to catch an object while on the move using both hands. d) Catch various shaped objects such as balloons, bean bags and nerf footballs. e) Catch an object with a scoop.

6. The learner will demonstrate striking with either hand.

a) Strike a ball held in hand. b) Strike a moving ball without and with an implement. c) Strike a moving ball from a rebound without and with an implement. d) While moving, attempt striking a moving ball without and with an implement. e) Attempt to consecutively strike a rolling ball. f) Participate in activities using small paddles with balloons/nerf balls.

7. The learner will stop a moving object with various body parts.

a) Allow nerf ball to strike various parts of the body and drop to the ground. b) Attempt to stop a kicked ball using a trapping motion of foot and leg.

8. The learner will review the nonlocomotor skills of stretching, twisting, curling, bending, holding,

lifting, swaying, swinging, pushing and pulling. a) Combine several of these skills into a pattern. b) Contrast movements such as curling/twisting and pushing/pulling.


a) Roll ball around waist, chest, knees while standing. b) Toss ball, turn and catch. c) Toss ball and catch while standing, kneeling, sitting and lying.

2. The learner will demonstrate locomotor and manipulative skills in combination.

a) Toss ball from one hand to other and vary locomotor activity. b) Roll a hoop. c) Participate in activities and games that will lead up to sports’ skills.

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a) Participate in 30 minutes of movement, dance, and/or games without undue cardiovascular fatigue. b) Participate in a one mile walk/jog without undue cardiovascular fatigue.

2. The learner will have the opportunity to develop strength/endurance.

a) Attempt to support her/his body weight in a variety of positions. b) Hang by arms and legs from an elevated bar. c) Hold head and shoulders off mat in a curl for 10 seconds. d) Participate in activities involving scooters.


a) Participate in activities such as bridges or toe touches. b) Participate in flexibility warm-up exercises.

4. The learner will be introduced to lifetime fitness activities.

a) Participate in activities such as rollerskating, walking and jogging. Standard 5: The learner will develop listening skills and safety awareness. 1. The learner will maintain personal space while using an implement.

a) Participate in activities involving an implement without contacting another individual. 2. The learner will recite safety rules for the activity and the area he/she is using. 3. The learner will listen and follow directions.

a) Interpret and follow directions for various games or singing activities. Standard 6: The learner will understand, appreciate, and apply rules, regulations, strategies, and appropriate etiquette for movement, dance, games and sports. 1. The learner will identify the purpose of rules for the activity. 2. The learner will follow the rules of the activity.

a) Participate in a variety of folk dances and singing games. b) Participate in a variety of games of low organization.

3. The learner will demonstrate proper etiquette and regard for others.

a) State “Excuse me” if he/she contacts someone. b) Show concern for others in activities.

Standard 7: The learner will appreciate the aesthetic and creative qualities of movement. 1. The learner will create a sequence utilizing locomotor, nonlocomotor and manipulative movements.

a) Develop an original sequence within given parameters.

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2. The learner will describe the shape and flow of a movement. a) Create various shapes through movement and dance. b) Identify things in nature which have flowing movements. c) Perform flowing movements using imagery such as flowing trees or flowing water.


a) Participate in self-testing activities. b) Move through an obstacle course.

2. The learner will accept responsibility when asked by the teacher.

a) Demonstrate a movement. b) Carry equipment, set it up and collect it.

3. The learner will accept constructive criticism when delivered by the instructor. 4. The learner will demonstrate cooperative skills.

a) Share equipment with more than one person. b) Work with a partner to spot a third person. c) Participate with partners in cooperative problem solving activities. d) Work with a partner in throwing and catching activities.

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Skill Sequence Second Grade

LOCOMOTOR & NON-LOCOMOTOR MOVEMENTS walk leap posture jump jog bound crab walk bend run slide walk on heels turn march hop walk on toes dodging (tag) crawl gallop twist on toes swing skip balance twist sway MOVEMENT CONCEPTS Locatives: in out top bottom beside front back under over through Spatial Awareness: body parts shape twisted curved turn wide narrow long small directionality laterality Level: high medium low Direction: forward backward sideways diagonal up down Pathway: straight curve zig zag Speed: fast medium slow Beat: even Effort: hard soft jerk continuous DANCE/RHYTHM honors do sa do swing promenade clap forming square maneuvering square tap circle left & right star left & right walk hand jive mixer jump contra parachute skip paper plates bleking slide chairs BALL SKILLS dribble throw overhead self-catch underhand throw partner catch 1-hand catch bounce pass chest pass ball to knee foot dribble bowling punt kick trapping roll foot catch underhand strike sidearm strike overhand strike bump 2-hand overhead

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IMPLEMENT Scooters: sitting backward sitting forward turning legs turning hands spin kneeling stomach both hands glide push & pull relay one knee Scoops: self-catch underhand scoop off ground partner catch underhand underhand throw overhand throw Prejuggling: blow & catch two scarves one scarf catch up & down SKATING lacing 2 foot glide pump circles 1 foot glide forward skulling one foot stroking backward skulling backward skating forward stroking toe stop GYMNASTICS landing from jump tuck frog hops tripod roll slap bridge egg roll handstand rocks & bridges layout forward roll mule kick land forward roll Swedish fall straddle roll knee scale straddle knee fall backward roll scale pike rocker log roll BEAM walk forward cross over scale jump dismount walk backward no foot locomotion turn tuck dismount walk side egg seat dip walk v-seat VAULT wolf/thief flank wolf on straddle on/off squat on squat over BARS overhand grip scale swing dismount swing underhand grip one leg squat straight arm support straddle travel front support hand walk BEAN BAG balance bean bag dribble bean bag hopscotch hand handling bean bags (small ball): figure 8 around both legs around one leg front back toss cross toss around waist around head JUMP ROPE Long: land the shot run in/jump/out twirl jump the shot run through Short: twirl over/back twirl-step through one jump twirl-jump rebound straddle

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HULA HOOPS side jump in waist hula top spin twirl backward side jump out turn toward pivot twirl step thru forward jump in turn away locomotion roll backward jump in bounce space in hoop neck hula beat w/hoop catch circle body parts arm switch hula underhand throw back spin twirl forward arm hula FITNESS warm-up cool down lifetime sports circuit training peak work relaxation muscular strength TRAVERSING Feet: inside edging outside edging front-pointing smearing foot switch/same hold Hands: crimp grip open hand CALISTHENICS jumping jacks half curls mountain climber jog in place wall push ups push ups CREATIVE DRAMATICS Animals: frog donkey puppy snake elephant fish monkey donkey bird lion Mechanical: airplane car bicycle robot rocket big foot pump holidays seasons texture form shape words ocean substance rhythming nature emotions RACKETS 2-hand grip dribble up hit backward 1-hand grip dribble down hit up hit forward hit down overhead hit choke grip SNOWSHOES Identify parts of a shoe: binding crampon frame decking Demonstrate attaching snowshoes to boots Stopping and starting Walk with good balance Walk forward and avoid others Walk with a partner Stepping over objects Walk with different speeds Small group games

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Grade Three

Standard 1: The learner will develop body, spatial and temporal awareness. 1. The learner will demonstrate moving to various rhythms.

a) Jump rope to various tempos. b) Toss and catch a ball with a partner to music. c) Combine bouncing, tossing, and catching to music.


a) Perform forward and backward, log, and shoulder rolls with variations. b) Combine two or more rotational skills.

3. The learner will demonstrate inverted skills.

a) Attempt inverted skills such as tripod and headstand. b) Attempt inverted skills such as mule kicks, handstands and cartwheels.

4. The learner will demonstrate supporting, and balancing skills on various apparatus.

a) Participate in a gymnastic unit. Standard 2: The learner will develop locomotor, nonlocomotor and manipulative skills. 1. The learner will explore locomotor skills by varying force/effort.

a) Participate in movement challenges. b) Attempt to control various weighted balls in a keep-away situation.

2. The learner will explore nonlocomotor skills by varying the location of the center of gravity.

a) Participate in movement challenges by varying level and/or base of support. 3. The learner will explore kicking a ball using different parts of her/his foot and variations in

force/effort. a) Compare kicking a ball with flexed or extended knee. b) Pass a ball to a partner using the inside/outside of the foot varying speed or distance. c) Pass a ball to a partner using the instep of the foot varying speed or distance.

4. The learner will attempt dribbling a ball using her/his feet.

a) Dribble a ball using the inside and outside of the foot. b) Dribble at different speeds.

5. The learner will attempt trapping.

a) Trap a ball from a roll, kick and rebound. 6. The learner will demonstrate throwing with two arms.

a) Self toss to music using an underhand motion. b) Throw a ball to a spot on the wall with an overhand motion. c) Pass a ball overhand to a partner using different levels.

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7. The learner will attempt shooting a ball from a stationary position. a) Shoot a ball with two hands at targets of various heights. b) Shoot a ball with one hand at targets of various heights.

8. The learner will review catching.

a) Catch balls of various shapes and sizes. b) Catch a ball in a stationary position and while moving.

9. The learner will review striking the ball with either hand.

a) Bat/strike a ball from a stationary position. b) Bat/strike a ball that is thrown by a partner. c) Bat a ball with a modified implement.

10. The learner will explore dribbling using her/his hand(s).

a) Dribble a ball using one hand or alternate hands. b) Dribble a ball while changing directions, speeds, or levels. c) Dribble a ball while executing fundamental locomotor skills such as walking, running, hopping and

skipping. Standard 3: The learner will combine locomotor, nonlocomotor and manipulative skills in movement, dance, games and sports. 1. The learner will demonstrate nonlocomotor and manipulative skills in combination.

a) Participate in activities such as juggling and striking. 2. The learner will demonstrate locomotor and manipulative skills in combination

a) Participate in activities using floor hockey sticks, rackets and Frisbees with varying locomotor skills.

3. The learner will participate in lead-up activities for basketball, hockey, soccer and volleyball.

a) Participate in modified lead-up activities. Standard 4: The learner will understand the benefits of regular physical activity and its relationship to lifetime fitness. 1. The learner will have the opportunity to develop cardiovascular endurance.

a) Participate in aerobic activities and workouts. 2. The learner will have the opportunity to develop muscular/strength endurance.

a) Participate on apparatus such as parallel/uneven bars and vaulting mats/horse. b) Participate in a fitness circuit.


a) Stretch specific muscle groups. b) Participate in tumbling activities.


a) Participate in activities such as rollerskating, biking, walking and jogging.

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Standard 5: The learner will develop listening skills and safety awareness. 1. The learner will listen and follow directions. 2. The learner will be able to identify safety rules for the activity and the area he/she is using. Standard 6: The learner will understand, appreciate, and apply rules, regulations, strategies, and appropriate etiquette for movement, dance, games and sports. 1. The learner, with the help of the teacher, will modify rules of an activity.

a) Modify an activity/game to maximize participation. 2. The learner will explore strategies for movement, dance, games and/or sports.

a) Describe a strategy for a game or sport. 3. The learner will demonstrate positive behavior and language in a winning or losing situation.

a) Identify the positive happenings during an activity. b) Congratulate partner, opponent or team upon conclusion of game or activity.

Standard 7: The learner will develop self-confidence and interpersonal skills. 1. The learner will demonstrate leadership skills.

a) Lead a warm-up or cool-down activity. 2. The learner will accept and give constructive criticism.

a) Participate in simple reciprocal teaching activities. b) Attempt to identify correct technique or sequencing with a peer.

3. The learner will encourage and support peers.

a) Praise peers for effort and accomplishments during movement, dance, games or sports. 4. The learner will participate in a cooperative problem-solving activity.

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Skill Sequence Grade Three

DANCE/RHYTHM honors swing line of dance promenade forming square circle right & left star right & left grand right & left shoot the star allemande left bleking heel toe slide contra hand jive paper plates grapevine star promenade mixer forward & backward 4 count chairs sashay do sa do clap maneuvering square twist BALL SKILLS Basketball: overhand throw chest pass bounce pass dribble – variation catch (partner) 2 handed overhead figure 8 catch (self) underhand throw 1 handed catch Soccer: foot dribble foot stop pivot sidearm throw foot roll up kick 2 handed overhead foot catch drop kick head ball to knee knee dribble Volleyball: set bump overhand serve underarm serve sidearm serve Football: hand off punt centering receiving passing place kick IMPLEMENT SKILLS Hockey: dribble push pass stop area defense shooting goal tending area offense Tball/Softball/ stance swing strike Kickball: base running force out fielding tag out follow through safe SKATING skulling forward forward stroking toe stop front pump circle back skating back pump circle two foot turn step turn front cross over two foot glide one foot glide lacing back skulling BIKING bike fit helmet fit signals coaster brakes hand brakes pedaling up toe clips GYMNASTICS tuck pike layout landing from jump Swedish fall knee fall 1 leg bridge mule kick roll slap land forward backbend tip up tripod handstand snap down cartwheel handstand headstand backward roll forward roll scale dive roll v sit forward straddle roll handstand arch over straddle bridge BEAM walk forward walk backward walk cross over dip walk turn egg seat jump dismount locomotion not on feet scale knee scale scale turn v seat walk side tuck dismount crouch turn

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VAULT squat on squat over straddle over flank thief/wolf on thief/wolf over flank - right or left straddle on/off BARS overhand grip underhand grip mixed grip hip back pull over mount hand walk swing dismount one leg squat straight arm support scale straddle travel JUMP ROPE Single: jog step hop right twirling skier side swing back jump rebound scissors straddle cross over jump bell hop left Long: jump front doors run through back doors run through ladders Pairs: ins and outs two foot front to front side by side FITNESS lifetime sports relaxation circuit training cardio-vascular endurance warm-up heart rate muscular strength muscular endurance peak work cool down flexibility risk factors running form TRAVERSING Feet: inside edging outside edging front-pointing smearing foot switch/same hold Hands: crimp grip open hand Body positions: mantle CALISTHENICS jumping jacks mountain climber half curls wall push ups jog in place push ups JUGGLING one scarf two scarves one scarf on side one scarf in the middle cascade pattern (3 scarves)

black belt

RACKETS 2-hand grip dribble down hit down overhand serve dribble up hit forward ralley bounce overhead hit hit backward choke grip hit up 1-hand grip forehand SNOWSHOES Identify parts of a shoe: binding crampon frame decking Demonstrate attaching snowshoes to boots Stopping and starting Walk with good balance Walk forward and avoid others Walk with a partner Stepping over objects Walk with different speeds Small group games

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Grade Four

Standard 1: The learner will develop body, spatial, and temporal awareness. 1. The learner will demonstrate moving to various rhythms.

a) Perform various forms of dances such as folk, square and creative. b) Jump rope to various tempos.


a) Perform the backward roll in the tucked position. b) Perform the forward roll in the tucked and straddle position.

3. The learner will demonstrate inverted skills.

a) Perform inverted skills such as tripod, mule kick, headstand, handstand and cartwheel. Standard 2: The learner will develop locomotor, nonlocomotor and manipulative skills. 1. The learner will demonstrate throwing and catching in combination with lead-up sport activities.

a) Participate in individual and team juggling activities. b) Participate in individual, partner, and team basketball, soccer and volleyball activities.

2. The learner will demonstrate catching and kicking skills in combination with lead-up sport activities.

a) Participate in individual, partner, and team soccer and kickball activities. 3. The learner will demonstrate dribbling with the hands.

a) Dribble a ball using one hand or alternate hand without looking at the ball. b) Dribble a ball at different levels, speeds and while changing directions. c) Dribble a ball while being defended.

4. The learner will demonstrate striking with a short implement.

a) Bounce a ball in the air using a paddle. b) Dribble a ball with a paddle. c) Alternate bouncing a ball in the air and on the floor with a paddle. d) Scoop a ball from the floor with a paddle. e) Roll a ball and scoop it from the floor with a paddle. f) Bounce a ball continuously off a paddle into the air. g) Bounce a ball back and forth with a partner using a paddle. h) Introduction to basic knowledge on racket ground strokes.

Standard 3: The learner will combine locomotor, nonlocomotor and manipulative skills in movement, dance, games and sports. 1. The learner will participate in lead-up activities for basketball, hockey, soccer and volleyball.

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a) Participate in forms of interval training. 2. The learner will have the opportunity to develop muscular strength/endurance.

a) Participate in circuit training. 3. The learner will have the opportunity to develop flexibility.


4. The learner will differentiate between strength and endurance.

a) Demonstrate an activity that develops strength. b) Demonstrate an activity that develops endurance.


a) Participate in activities such as rollerskating, biking, walking and jogging. Standard 5: The learner will develop listening skills and safety awareness. 1. The learner will move efficiently to a sequence of auditory cues.

a) Follow directions for modified games. 2. The learner will listen and follow directions. 3. The learner will be able to identify safety rules for the activity and the area he/she is using. Standard 6: The learner will understand, appreciate, and apply rules, regulations, strategies, and appropriate etiquette for movement, dance, games and sports. 1. The learner will demonstrate an understanding of strategies for movement, dance, games or sports.

a) Solve movement problems with the most efficient pattern. b) Combine dance steps in a logical sequence. c) Compare strategies for various games or sports.

2. The learner will demonstrate appropriate etiquette for dance, games and sports.

a) Ask a partner to dance. b) Congratulate classmates for a well-executed movements.

Standard 7: The learner will develop self-confidence and interpersonal skills. 1. The learner will demonstrate leadership skills. 2. The learner will accept and give constructive criticism. 3. The learner will encourage and support peers. 4. The learner will participate in cooperative problem-solving activities.

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Skills Sequence Fourth Grade

DANCE/RHYTHM honors allemande left right & left thru grapevine do sa do grand right & left skip hand jive swing grand square shuffle mixer promenade star right & left star promenade contra 4 steps forward courtesy turn side step slide line of dance sashay underarm turn step kick circle right & left bump si daisy bleking twist maneuvering square shoot the star parachute skills paper plates 4 steps backward ladies chain heel toe chairs BALL SKILLS Basketball: dribble right & left figure 8 cross catch chest pass bounce pass player defense catch shoot-jump layup team work set shot 2-hand overhead Rules: traveling, double dribble, fouling, out of bounds

Ball handling: lying down, sitting, under legs stand, around waist, around head, around both legs, around 1 leg

Soccer: dribble stop pass knee dribble head shoot drop kick goalie skills player defense instep kick sole trap knee trap Rules: out of bounds, foul, obstruction, use of hands Volleyball: underarm serve set sidearm serve bump overhand serve beach balls balloons spike Football: passing hand off receiving punt place kick centering (hike) IMPLEMENT SKILLS Hockey: dribble push pass stop lunge team play shoot pass goal tending T-ball/Softball/Kickball: stance swing strike follow through force out base running fielding covering overthrow relay from outfield safe tag out SKATING skulling forward forward stroking back skulling front pump circle back skating front cross over back pump circle two foot turn step turn lacing shoot the duck scale toe stop

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BIKING bike fit helmet fit signals coaster brakes hand brakes pedaling up toe clips hills standing up how a bike works GYMNASTICS tuck knee fall handstand Swedish fall pike land forward roll handstand snap down cartwheel straddle forward pike roll handstand arch over bridge layout dive roll forward roll back bend log roll tripod backward roll headstand roll slap tip up front scale round off landing from jump BEAM walk forward walk backward walk side cross over dip walk turn egg seat locomotion not on feet tuck dismount jump dismount scale knee scale front scale v sit straddle dismount VAULT squat through straddle over flank straddle on squat on squat off straddle off thief thief on thief off BARS overhead grip underhand grip mixed grip back hip pull over mount

HB rear support straight arm support one leg squat shoot over low bar from HB hand walks swing swing dismount single leg swing up mount straddle traveling front support JUMP ROPE Single: twirling basic step jog step jump bell skier scissors swing double swing step through straddle cross motion cross over side swing back jump back jog rocker rebound step kick under one leg combinations Long: jump shot double jump double Irish run through revolving doors progressive through high/low water ladders skier team jump team through double Dutch Pairs: two foot ins and outs side by side front to front back to back opposites FITNESS flexibility CV endurance muscular endurance muscular strength proper weight risk factors lifetime sports warm-up peak work cool down relaxation nutrition heart rate recovery circuit training running form

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TRAVERSING Feet: inside edging outside edging front-pointing smearing foot switch/same hold Hands: crimp grip open hand Body positions: mantle laybacking drop-knee pushing DINO climbing w/feet CALISTHENICS jumping jacks arm circles wall push ups push ups jog in place lift off shelf mountain climber lift off ground pull ups curl ups lift & carry posture JUGGLING one scarf one scarf in the middle bean bags cascade pattern (3 scarves) two scarves interactive one scarf on side one hand behind back black belt RACKETS 2-hand grip dribble up hit backward 1-hand grip dribble down hit up choke grip hit forward hit down ralley bounce overhead hit forehand overhand serve backhand interactive SNOWSHOES Identify parts of a shoe: binding crampon frame decking Demonstrate attaching snowshoes to boots Stopping and starting Walk with good balance Walk forward and avoid others Walk with a partner Stepping over objects Walk with different speeds Small group games Striding Stamping Turning

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Swimming Fourth Grade

Lesson 1 Lesson 2 Lesson 3 General pool rules Expectations Pretest Free time

Divide into groups Blow bubbles Face in water Bobs Breath-holding Prone float/glide Flutter kick on wall Flutter kick with board Flutter kick with prone glide Free time

Bobs Breath-holding Flutter kick with board Kicking with no board “Big arms,” “Pet the fish,” “Wave to the birds” Rhythmic breathing on wall Rhythmic breathing with board On wall arm breath, arm blow Free time

Lesson 4 Lesson 5 Lesson 6 Diving board safety Bobs Breath-holding Rhythmic breathing on wall Breathing/blowing with board, with kicking Arm breath, arm blow on wall Arm breath, arm blow Kicking on side Whole stroke Free time

Bobs Breath-holding “Arm breath, arm blow” Kick on side Whole stroke Back float Back glide Kick while hugging kick board Free time

Bobs Freestyle Back glide Kick with board Kick “toes up” Back stroke on wall, arms Single arm with board Free time

Lesson 7 Lesson 8 Lesson 9 Bobs Backstroke kick-no board Backstroke arms on wall Single arm with board “Thumb-pinkie” Backstroke, whole stroke Free, back Change direction Free time

Safety day Elementary backstroke Whip kick in water, hands at side, glide Whole stroke on pool deck Whole stroke in water-- count strokes Free time

Review elementary backstroke on deck Kick only with board Kick only with no board Whole stroke--count strokes, emphasize gliding Free time

Lesson 10 Lesson 11 Lesson 12 Diving safety Sit dive Kneel dive Standing dive Dive/underwater swimming Practice survival skills Free time

Testing: survival skills Front survival float Back survival float Treading water Free time

Review day: strokes Freestyle Backstroke Elementary backstroke Diving Free time

Lesson 13 Lesson 14 Testing day Parents day

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Grade Five

Standard 1: The learner will develop body, spatial, and temporal awareness. 1. The learner will demonstrate various body positions while in the air.

a) Jump from a mini-tramp in tuck, pike and straddle positions. 2. The learner will demonstrate moving to various rhythms.

a) Perform square/folk/creative dances. b) Perform jump rope skills to music.

3. The learner will demonstrate rotational and inverted skills.

a) Perform skills such as cartwheel, roundoff, handstand, tripod, headstand, or mule kick. Standard 2: The learner will develop locomotor, nonlocomotor and manipulative skills. 1. The learner will demonstrate mechanically efficient patterns of throwing and catching.

a) Participate in individual and team juggling activities. b) Participate in individual, partner, and team basketball, soccer and volleyball activities.

2. The learner will demonstrate mechanically efficient patterns of striking without and with an

implement. a) Participate in individual, partner, and team volleyball and racket activities.

3. The learner will demonstrate mechanically efficient patterns of kicking.

a) Participate in individual, partner, and team soccer and kickball activities. Standard 3: The learner will combine locomotor, nonlocomotor and manipulative skills in movement, dance, games and sports. 1. The learner will demonstrate basic competence in modified forms of basketball, hockey, soccer and

volleyball. 2. The learner will demonstrate basic competence in dance. Standard 4: The learner will understand the benefits of regular physical activity and its relationship to lifetime fitness. 1. The learner will have the opportunity to develop cardiovascular endurance.

a) Participate in aerobic activities and workouts. b) Participate in forms of interval training.

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2. The learner will have the opportunity to develop muscular strength/endurance. a) Participate in circuit training. b) Participate in gymnastics apparatus activities.




a) Participate in activities such as rollerskating, biking, walking and jogging. Standard 5: The learner will develop listening skills and safety awareness. 1. The learner will listen and follow directions. 2. The learner will be able to identify safety skills for the activity and the area he/she is using. Standard 6: The learner will understand, appreciate and apply rules, regulations, strategies and appropriate etiquette for movement, dance, games and sports. 1. The learner will officiate an activity, game or sport.

a) Make line calls while participating in games or sports. 2. The learner will display respect for the person who is officiating.

a) Refrain from arguing with the official. Standard 7: The learner will develop self-confidence and interpersonal skills. 1. The learner will demonstrate leadership skills. 2. The learner will accept and give constructive criticism. 3. The learner will demonstrate acceptance of teammates’ skill levels.

a) Participate with assigned partner(s) or teammates without complaint. 4. The learner will participate with a group in cooperative problem-solving activities.

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Skill Sequence Fifth Grade

DANCE/RHYTHM line of dance honors do sa do swing promenade forward & backward circle left & right allemande left grand right & left courtesy turn grand square star right & left ladies chain right & left thru square thru 4 hand shuffle chairs paper plates clap schottische bump si daisy heel toe step kick shoot the star balance side step contra skip hand jive mixer grapevine underarm turn slide step hop bleking parachute skills sashay star promenade BALL SKILLS Basketball: dribble right & left figure 8 cross catch front back catch bounce pass chest pass triple threat shoot jump pivot 2-hand overhead set shot catch team play Rules: traveling, double dribble, fouling, out of bounds, lay up, player defense Ball handling: lying down, sitting, under legs sitting, around waist, around

head, around both legs, around 1 leg Soccer: dribble drop kick shoot for goal player defense instep kick heading knee trap knee dribble goalie skills sole trap pass team play use of hands stop instep trap goalie skills sole trap Rules: out of bounds, foul, use of hands Volleyball: underarm serve set sidearm serve bump overhand serve beach balls balloons spike Football: passing hand off receiving punt place kick centering (hike) IMPLEMENT SKILLS Hockey: dribble push pass stop shoot lunge team play tackle officiating sportsmanship goal tending T-ball/Softball/Kickball: stance swing strike follow through force out base running fielding covering overthrow relay from outfield safe tag out catching a fly fly out

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SKATING skulling forward forward stroking back skulling front pump circle back stroking front cross over back pump circle two foot turn step turn back skating shoot the duck lunge 3 turn toe stop t stop mohawk back cross over edging/one foot glide waltz jump BIKING bike fit helmet fit signals coaster brakes hand brakes pedaling up toe clips hills standing up how a bike works curbs ankling GYMNASTICS tuck rocker roll slap monkey roll knee scale pike tip up Swedish fall mule kick handstand snap down forward roll backbend dive roll scale straddle handstand land forward roll tripod bridge handstand archover down round off layout landing from jump forward straddle roll backward roll headstand cartwheel BEAM walk forward walk backward walk side walk crossover dip walk turn locomotion not on feet egg seat v sit scale front scale knee scale jump dismount tuck dismount straddle dismount VAULT squat over straddle over flank right or left thief thief on thief off handspring squat off squat on straddle off straddle on BARS overhand grip underhand grip mixed grip back hip pull over mount LB rear support straight arm support one leg squat back hip pull over mount hand walk swing swing dismount single leg swing up mount straddle traveling front support hip circle JUMP ROPE Single: twirling basic bell back jump cross motion knee hops rocker grapevine under 1 leg swing jog step skier hop cross over step kick double cross over 4 square step through straddle rebound scissors back jog side swing combinations Long: jump shot double Irish run through double Dutch revolving doors progressive through high/low water team through team jump egg beater double rope Pairs: two foot ins and outs side by side front to front back to back underarm turn

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JUGGLING one scarf two scarves black belt one scarf in the middle interactive one hand behind back cascade pattern one scarf on the side bean bags (3 scarves) FITNESS flexibility CV endurance muscular strength muscular endurance proper weight risk factors heart rate recovery CPR (discussion) cool down peak work warm up lifetime sports relaxation circuit training calories nutrition running form TRAVERSING Feet: inside edging outside edging front-pointing smearing foot switch/same hold Hands: crimp grip open hand Body positions: mantle laybacking drop-knee pushing DINO climbing w/feet RACKETS 2-hand grip 1-hand grip choke grip ralley (bounce) volley (no bounce0 dribble up dribble down hit forward forehand interactive hit backward hit up overhand serve low to high overhead hit hit down CALISTHENICS jumping jacks arm circles wall push ups push ups jog in place lift off shelf mountain climber lift off ground pull ups curl ups lift & carry posture SNOWSHOES Identify parts of a shoe: binding crampon frame decking Demonstrate attaching snowshoes to boots Stopping and starting Walk with good balance Walk forward and avoid others Walk with a partner Stepping over objects Walk with different speeds Small group games Striding Stamping Turning

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Swimming Fifth Grade

Lesson 1 Lesson 2 Lesson 3 General pool rules Expectations Pretest Free time

Divide into groups Blow bubbles Face in water Bobbling Breath holding Prone float/glide Flutter kick (on wall, with board, with prone glide) Free time

Bobs Breath holding Flutter kick with board Kicking with no board “Big arms,” “Pet the fish,” “Wave to the birds” Rhythmic breathing on wall Rhythmic breathing with board “Arm breath, arm blow” Free time

Lesson 4 Lesson 5 Lesson 6 Bobs Breath holding Breathing and blowing with board/kicking

Bobs Freestyle Back float/glide Kick with no board (unless lower level) “One arm at a time” with board “Thumb-pinkie Free time

Bobs Freestyle Back kick, no board Backstroke arms with board “Thumb-pinkie” Whole stroke ½ free, ½ back Change directions Free time

Lesson 7 Lesson 8 Lesson 9 Safety day Elementary backstroke Whip kick in water, hands at side glide Whole stroke on pool deck Whole stroke in water, count strokes Free time

Review elementary backstroke on deck Kick only Whole stroke--count, glide Breaststroke kick with board glide On deck--arms--“Scoop the bowl” Whole stroke--reach and glide Free time

Review breaststroke Breaststroke kick with board Whole stroke Diving--safety Sit dive Kneel dive Standing dive Dive and underwater swimming Free time

Lesson 10 Lesson 11 Lesson 12 Side stroke --scissors kick on deck Arm on board on side with kick only On deck, “Pick an apple, put it in basket Whole stroke, glide Treading water practice Free time

Survival skills: Front survival float Back survival float Treading water Free time

Review day: Freestyle Backstroke Elementary backstroke Breaststroke Diving Free time

Lesson 13 Lesson 14 Testing day Parents Day

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Evaluation K-5

Student performance and skill acquisition are evaluated through task analysis and the use of rubrics. Motor skills are evaluated through the breakdown of skill parts and referenced by criteria. These criteria are skill-specific and are directed by the sequences given in the teacher’s manual. The sequence of lists represents various levels of skill attainment in the major curricular content areas. These areas are commensurate with the units or content represented by grade level on the elementary report cards.

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INTRODUCTION

Grades 6-12

Component Elements of the Program Guidelines The Guidelines for Physical Education Programs are based on the 4-point definition of the Physically Educated Person (see p. 28), developed by the NASPE Outcomes Committee. The standards were designed to reflect broad areas of development and understanding which result from quality programs in Physical Education. It is the belief of the Physical Education Department that the standards provide specific statements that are consistent with the NASPE definition of a physically educated person. For each of the standards, objectives related to psychomotor, cognitive and/or affective behavior have been identified for grades 6-12. These behavioral objectives represent a second-order level of specificity. As such, they reflect possible areas of curricular content that relate directly to the achievement of the general Physical Education Standards. Purpose of the Program Guidelines The standard statements are intended to serve as standards for quality Physical Education programs, grades 6 -12. It is the position of the Physical Education Department that these standards reflect essential areas of development and knowledge, resulting from an instructional program in Physical Education.

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DEFINITION OF A PHYSICALLY EDUCATED PERSON (NASPE) AND STANDARDS OF A PHYSICAL EDUCATION PROGRAM, GRADES 6-12

A Physically Educated Person: 1. IS physically fit - actively participates 2. DOES participate regularly in physical activity

The learner will understand the benefits of regular physical activity and its relationship to lifetime fitness.

3. VALUES physical activity and its contributions to a healthful lifestyle. 4. Will have the KNOWLEDGE to be able to continue a healthy, active lifestyle after high school.

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Zeeland Public Schools Physical Education Program Standards

Grade Six

All areas of the Zeeland area 6th Grade Physical Education Curriculum are aligned with the Curriculum and the National Standards for Physical Education developed by the National Association for Sport and Physical Education (NASPE). All students will actively demonstrate skills in both team and individual lifetime activities. (see activity list) Motor Skills/Standard I All students will demonstrate motor patterns, now having evolved into specialized skills, that are used in increasingly complex movement activities. 1. All students will demonstrate the following motor skills:

Leap, balance, transfer weight, volley, hand and foot dribble, and strike a ball with a paddle, using a mature motor pattern. Perform dance sequences that combine traveling, balancing, and weight transfer into smooth, flowing sequences with intentional changes in direction speed and flow. Consistently throw and catch a ball. Throw a variety of objects demonstrating accuracy (e.g. Frisbees, deck tennis rings, footballs). Continuously strike a ball to all or a partner with a paddle or racquet using both forehand and backhand strokes. In a small group, keep an object continuously in the air without catching it (e.g. ball, volleyball). Play small group games that involve cooperating with others to keep an object away from opponents, using basic offensive and defensive strategy (e.g. by throwing, kicking, and/or dribbling a ball).

Learning Concepts/Standard II All students will identify and apply to movement patterns to enhance performance. 1. All students will detect, analyze, and correct error in personal movement patterns. 2. All students will identify proper warm-up, conditioning, and cool-down techniques and the reasons for using

them. 3. All students will understand the time and effort needed to be given to practice if skill improvement and fitness

benefits are to be realized. Active Lifestyle/Standard III All students will be able to identify critical aspects of a healthy lifestyle and participate regularly in some form of vigorous activity. 1. All students will identify opportunities for regular participation in physical activity. 2. Students will be encouraged to incorporate physical activity into a healthy lifestyle. 3. All students will identify benefits resulting from participation in different forms of physical activities.

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Physically Fit/Standard IV All students will maintain or improve their level of physical fitness in the five health related components and be able to set goals for each component. 1. All students will monitor heart rate before, during, and after activity. 2. All students will participate in vigorous activity for a sustained period of time while maintaining a target heart

rate. 3. All students will correctly demonstrate activities designed to improve and maintain muscular strength and

endurance, flexibility, and cardiorespiratory functioning. 4. All students will learn to pace themselves during an extended workout. Personal and Social Skills/Standard V All students will demonstrate responsibility and cooperation to accomplish group or team goals in both cooperative and competitive activities. 1. All students will accept and respect the decisions made by game officials, whether they are fellow students or teachers. Diversity/Standard VI All students will demonstrate cooperation in physical activity settings, regardless of personal differences. 1. All students will recognize the role of games, sports, and dance in getting to know and understand others of

like and different cultures. 2. All students will seek out, participate with, and show respect for persons of like and different skill levels. Values Physical Activity/Standard VII All students will recognize the social benefits of participation in physical activity and choose to participate in those activities in which they experience success. 1. All students will describe ways to use the body and movement activities to communicate feelings, i.e. stress,

conflict management, etc. 2. All students will choose to exercise at home for personal enjoyment and benefit.

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Grades Seven and Eight

All areas of the Zeeland 7th and 8th Grade Physical Education Curriculum are aligned with the National Standards for Physical Education developed by the National Association for Sport and Physical Education (NASPE). Psychomotor Development/Standard I All students will demonstrate motor skills appropriate to increasing complex movement activities. 1. All students will actively demonstrate skills in both team and individual lifetime activities. (see activity list) 2. All students will demonstrate the following cognitive concepts:

a) Offensive/defensive strategies b) Rules of the team and individual sports/activities

3. All students will perform aerobic activity, including aerobics, step aerobics, rhythmic activity, and dance movements. Learning Concepts/Standard II All students will apply concepts of movement in various activities. 1. All students will practice in ways that are appropriate for helping them learn new skills or sports on their own. Active Lifestyle/Standard III All students will identify the value of a healthy lifestyle. 1. All students will seek to find activities outside of physical education class that will promote a healthy lifestyle. 2. All students will recognize the physical and social benefits of participating in lifetime activities. Fitness/Standard IV All students will maintain or improve their level of physical fitness. 1. All students will be exposed to different levels of fitness through biking, mile run, circuit training may include free weights

and nautilis equipment, rollerblading, cross country skiing, jump rope, step aerobics, and swimming. 2. Students will be tested in the five areas of physical fitness based on standards from President’s Council of Physical Fitness.

(flexibility, endurance, upper body strength, abdominal strength, agility) 3. All students will be able to self-assess their heart rate in conjunction with aerobic activities. 4. All students will gain a working knowledge of resistance training. Personal and Social Skills/Standard V All students will demonstrate responsibility, cooperation, positive attitude, and teamwork in activities. 1. All students will work with cooperation as a group to reach goals regardless of ability level. Diversity/Standard VI All students will demonstrate cooperative interaction in diverse groups in a physical activity setting.. 1. All students will demonstrate positive interaction in diverse groups during physical activities. 2. All students will exhibit respect and support for others while participating in learning activities.

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Activity List 6th grade 7th grade 8th grade

1. Taebo 2. Aerobics 3. Step aerobics 4. Volleyball 5. Soccer 6. Basketball 7. Floor hockey 8. Tennis 9. Racquets

10. Frisbee 11. Adapted/innovative games 12. Team challenges 13. Rollerblading 14. Team handball 15. Fitness/circuit training 16. President’s Fitness Challenge 17. Swimming 18. Flag football 19. Dance 20. Bowling

1. Taebo 2. Aerobics 3. Step aerobics 4. Volleyball 5. Soccer 6. Basketball 7. Floor hockey 8. Tennis 9. Badminton

10. Frisbee 11. Adaptive/innovative games 12. Team challenges 13. Rollerblading 14. Team handball 15. Fitness/circuit training 16. President’s Fitness Challenge 17. Aerobic swimming 18. Lacrosse 19. Dance 20. Bowling 21. Biking 22. Softball 23. Cross country ski 24. Table Tennis

1. Taebo 2. Aerobics 3. Step aerobics 4. Volleyball 5. Soccer 6. Basketball 7. Floor hockey 8. Tennis 9. Badminton

10. Frisbee 11. Adapted/innovative games 12. Team Challenges 13. Rollerblading 14. Team handball 15. Fitness/circuit training 16. President’s Fitness Challenge 17. Aerobic swim 18. Lacrosse 19. Dance 20. Bowling 21. Biking 22. Softball 23. Cross country ski 24. Table Tennis 25. Pickleball 26. Golf

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Skill Sequence

BASKETBALL: 6th - 8th grade control dribble chest pass overhead pass catching set shot lay up pivot rebounding pick & roll rules quick stop defensive slide speed dribble 3 on 3 5 on 5 person-to-person defense free throw shooting bounce pass crossover dribble written quiz safety triple threat VOLLEYBALL: 6th - 8th grade underhand serve overhand serve forearm pass (bump) overhead pass (set) spike tip dig blocking rules scoring terminology strategy equipment written quiz safety SOCCER: 6th - 8th grade instep kick inside of foot kick outside of foot kick inside of foot (trapping) sole of foot trap outside of foot thigh receptions chest receptions heading dribbling throw in goal keeping play off the ball defensemen position midfielder position forward position rules of play punting passing (skill & strategy) written quiz safety drop kick team play FLOOR HOCKEY: 6th - 8th grade dribbling passing positions shooting goal tending rules scoring terminology written quiz safety grip one timer catching forehand/backhand SOFTBALL: 7th -8th grade throwing infield throw fielding flys fielding grounders: backhand fielding grounders hitting slow pitching force out running to first rounding bases hitting strategy base running strategy safety/rules ready position infield play outfield play written quiz FLAG FOOTBALL: 6th grade forward pass stance rules catching place kicking punt offensive positioning defensive positioning safety center snap ball carrying lateral - pitch terminology blocking offensive strategy defensive strategy hand off routes written quiz TENNIS: 6th - 8th grade forehand backhand two-handed backhand serve volley lob overhead smash rules scoring terminology etiquette strategy & positioning equipment grip and stance BADMINTON: 7th - 8th grade grip rules forehand backhand scoring safety low short serve high long serve drop shot or hairpin shot overhead smash overhead clear equipment use/care strategy terminology volley position

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FRISBEE: 6th - 8th grade grips catches throwing Frisbee golf ultimate Frisbee scoring and strategy safety LACROSSE: 7th - 8th grade grip and stance throwing cradling catching scooping safety rules and strategy TABLE TENNIS: 7th - 8th grade serve forehand backhand scoring rules equipment care TEAM HANDBALL: 6th - 8th grade passing dribbling shooting defensive skills goalkeeping rules scoring terminology written quiz safety instructional video ECLIPSE BALL: 8th grade underhand serve overhand hit underhand hit volley block rules scoring terminology safety PICKLE BALL: 8th grade underhand serve volley ground stroke forehand backhand smash rules scoring terminology COOPERATIVE TEAM GAMES: 6th - 8th grade Capture the Flag Speed Ball Flicker Ball Crab Soccer Earth Ball Netless Beach Volleyball Broom Ball Kickball Team Handball BOWLING: 6th - 8th grade approach release follow through scoring GOLF: 8th grade putting iron shots wood shots grip stance etiquette equipment safety field trip (golf course) DANCE: 6th -8th grade line of dance promenade grand right & left ladies chain hand jive slide sashay forward & backward right & left thru heel toe side step mixer step hop cast off do sa do circle left & right grand square clap step kick contra grape vine swing allemande left shuffle skip underarm turn TAEBO: 6th - 8th grade front kick side kick upper cut speed bag back kick punch left & right bob & weave AEROBICS: 6th - 8th grade jumping jacks box step grape vine hop scotch high knees step kick pogo stick skier

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STEP AEROBICS: 6th - 8th grade basic step rocking horse step touch T step L step U step straddle reverse turn over the top diagonal step march tick tock shuffle across ROLLERBLADING: 6th - 8th grade stop safety road rules cross-over turns skulling backwards skate PRESIDENT’S CHALLENGE FITNESS TESTING: 6th - 8th grade curl-ups shuttle run flexed arm hang pull ups mile-run sit and reach BIKING: 7th - 8th grade safety rules of road braking changing gears hand signals communication courtesy TEAM CHALLENGES: 6th - 8th grade The Rock Island Escape Toxic Waste Transfer The Black Hole The River Crossing Tire Bridge Stepping Stones Teamwork Walk The Whole World In Your Hands Bridge Over The Raging River Thieves Relay SWIMMING: 6th - 8th grade aerobics breast stroke free style back stroke side stroke elementary back stroke diving surface dives float tread water endurance water polo FITNESS: 6th - 8th grade flexibility lifetime sports nutrition CV endurance cool down relaxation circuit training muscular strength heart rate peak work pace muscular endurance recovery warm-up CROSS COUNTRY SKIING: 7th - 8th grade stride/glide use of poles herringbone proper dress equipment care getting up after fall

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High School Required Physical Education Course

All areas of the Zeeland Physical Education Curriculum are aligned with the National Standards for Physical Education developed by the National Association for Sport and Physical Education (NASPE). This course is designed to provide adolescents with knowledge and skills needed to engage in a physically active, healthy lifestyle throughout life. Emphasis is on physical fitness components and health awareness. Active participation is a requirement. Motor Skills/Standard I All students will demonstrate the skills necessary to participate in a wide variety of sports. 1. All students will demonstrate basic competence in catching, dribbling with hands and feet, kicking, striking,

throwing, volleying, balancing, and rhythm. 2. All students will combine skills competently to participate in:

Aerobics Strength and Conditioning

Jogging/Running Rhythms/Dance (Square Dance and Country Line Dance) Rollerblading Individual Sports: Aerobics, Golf, Fitness Testing, Swimming, Bowling, Rollerblading, Tennis, Rollerskating, Running, Rock Climbing, Ice Skating, Cross Country Skiing, Team Sports: Football, Soccer, Basketball, Volleyball, Speedball, Softball, Floor Hockey, Lacross, Kickball, Ultimate Frisbee

3. All students will calculate and utilize target heart rate and perceived exertion during cardiovascular exercise. 4. All students will utilize heart monitors during exertion to achieve target heart rate. Learning Concepts/Standard II All students will identify and apply concepts which affect the quality of performance. 1. All students will practice ways that are appropriate to help improve motor skills, lifetime activities, and sports. 2. All students will develop awareness of safety factors that affect lifetime physical activity, health and wellness. 3. All students will detect, analyze and correct errors in personal movement patterns. 4. All students will demonstrate motor skill movements while varying different concepts of space, effort, and

relationships to enhance quality. Active Lifestyle/Standard III All students will be able to identify a variety of opportunities for vigorous physical activity and will participate outside of physical education class. 1. All students will develop an awareness of a variety of opportunities of physical activity outside of physical

education class. 2. All students will understand the need for physical activity five times a week for 30 minutes or longer for

lifetime fitness.

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Physically Fit/Standard IV All students will be able to take personal responsibility for an appropriate personal fitness program that enables them to achieve desired levels of fitness. 1. All students will be able to self-test, understand, and interpret personal fitness status related to cardiorespiratory

endurance, muscular strength and endurance, flexibility, and body composition. 2. All students will be able to participate in a personal fitness program which enables them to achieve and/or

maintain desired levels of fitness (with all five of the Health Related Components of Fitness and the FIT formula).

3. All students will demonstrate life-long fitness awareness through the following activities:

Swimming Aerobics Strength and Conditioning Jogging/ Running/Walking (cardiovascular activities) Rhythms/Dance Individual Sports Team Sports Agility Flexibility Muscular Endurance Fitness Workouts

Personal and Social Skills/Standard V All students will demonstrate responsible behavior in physical activity settings, both independently and with others. 1. All students will demonstrate self-discipline and responsible behavior, function independently, and positively

influence the behavior of others in activities during class. 2. All students will apply appropriate etiquette in all physical activity settings. 3. All students will identify, clarify and attempt to solve individual/group problems or situations. 4. All students will apply rules and cooperative learning in physical activities. 5. All students will demonstrate effective use of personal and social skills to enhance health/fitness behavior. Diversity/Standard VI All students will demonstrate cooperative interaction in diverse groups in a physical activity setting. 1. All students will demonstrate positive interaction in diverse groups during physical activities. 2. All students will exhibit respect and support for others while participating in learning activities. Values Physical Activity/Standard VII All students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction. 1. All students will identify the positive factors through health lesson discussions and journaling, and long-term

physiological, psychological, cultural, and social benefits which are gained from participating in a sport or physical fitness activity.

2. All students willingly participate in games, sports, outdoor pursuits, and other physical fitness activities which

contribute to the attainment of personal goals and the maintenance of wellness.

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Zeeland Public Schools Physical Education Standards

Lifeguard Training

All areas of the Zeeland Physical Education Curriculum are aligned with the National Standards for Physical Education developed by the National Association for Sport and Physical Education (NASPE). Lifeguard Training is an elective activity class in which the emphasis is placed on improvement of swimming skills and possible lifeguard training certification. The course may include water safety, CPR for the professional, first aid, waterfront lifeguard training and head lifeguard training. Motor Skills/Standard I All students will demonstrate competency in aquatic activities that develop the students’ health-related fitness and aquatic knowledge and skills. 1. All students will achieve the American Red Cross Level 5 Water Skills Certification. 2. All students will complete the skills required for American Red Cross Lifeguarding Training Certification. 3. All students will complete the skills required for the American Red Cross Professional CPR Certification. 4. All students will complete the skills required for the American Red Cross First Aid Certification. Learning Concepts/Standard II All students will identify and apply concepts which affect the quality of performance. 1. All students will practice ways that are appropriate for helping them learn new aquatic skills and to improve

endurance. 2. All students will develop knowledge and expertise in water safety. 3. All students will detect, analyze and correct errors in aquatic and first aid skills. Active Lifestyle/Standard III All students will be able to identify and engage in a variety of aquatic opportunities for vigorous physical activity. 1. All students will develop a positive attitude toward regular sustained physical activity outside the physical

education class. 2. All students will develop an awareness of the many and varied aquatic opportunities outside of the physical

education class. Physically Fit/Standard IV All students will understand how aquatic activities can fit into a self-designed personal fitness program. 1. All students will demonstrate appropriate fitness/endurance levels to perform aquatic skills.

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Personal and Social Skills/Standard V All students will demonstrate responsible and safe behavior in the aquatic setting, both independently and with others. 1. All students will demonstrate responsible behavior, function independently and positively influence the

behavior of others in activities during class. 2. All students will demonstrate self-discipline, safety, and responsibility while actively participating in class. Diversity/Standard VI All students will demonstrate cooperative interaction in diverse groups in a physical activity setting. 1. All students will demonstrate positive interaction in diverse groups during physical activities. 2. All students will exhibit respect and support for others while participating in learning activities. Values Physical Activity/Standard VII All students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction. 1. All students will identify the positive factors which are gained from participating in an aquatics-related activity. 2. All students will identify the health and skill related benefits of participation in aquatic activities.

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Lifetime Sports

All areas of the Zeeland Physical Education Curriculum are aligned with the National Standards for Physical Education developed by the National Association for Sport and Physical Education (NASPE). Lifetime Sports is an elective activity class in which students will participate in skill development, lead-up games and lifetime sports with an emphasis on individual and group activities. Lifetime Individual Programs include basketball, volleyball, aerobics, soccer, football, cross-country and softball. Lifetime Group Programs include touch football, softball, tennis, basketball, volleyball, soccer, speedball, rollerblading, distance running, bowling, kickball, wiffleball, rock climbing, golf, ultimate Frisbee, roller-skating, water polo and swimming. Motor Skills/Standard I All students will demonstrate competency in a variety of lifetime activities and sports. 1. All students will demonstrate basic skills, strategies and rules of a variety of lifetime activities to a degree that

makes the activity enjoyable. Learning Concepts/Standard II All students will identify and apply concepts which affect the quality of performance. 1. All students will apply and understand complex discipline-specific information to their own performances. 2. All students will design and practice ways that are appropriate to help improve motor skills of individual and

group sports. 3. All students will develop awareness of safety factors that affect lifetime physical activities. 4. All students will detect, analyze and correct errors in personal movement patterns. Active Lifestyle/Standard III All students will be able to identify a variety of opportunities for continued participation in individual and group sports outside of the physical education class. 1. All students will develop an awareness of the many and varied opportunities outside of physical education class

for participation in an individual and/or group sport. 2. All students will participate on a regular basis in lifetime activity outside of physical education that will be

health-enhancing and personally rewarding. Physically Fit/Standard IV All students will understand how lifetime activities can fit into a self-designed personal fitness program. 1. All students will be able to design an appropriate personal fitness program which includes individual and/or

group sports. 2. All students will demonstrate appropriate health and skill related fitness to participate in individual and/or

group sports.

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Personal and Social Skills/Standard V All students will demonstrate responsible behavior in physical activity settings, both independently and with others. 1. All students will demonstrate self-discipline and sportsmanship, both independently and with others. 2. All students will apply appropriate etiquette in all physical activity settings. Diversity/Standard VI All students will demonstrate cooperative interaction in diverse groups in a physical activity setting. 1. All students will demonstrate positive interaction in diverse groups during physical activities. 2. All students will exhibit respect and support for others while participating in learning activities. Values Physical Activity/Standard VII All students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction. 1. All students will develop an understanding and appreciation for lifelong fitness and wellness. 2. All students will make a commitment to physical activity as an important part of one’s lifestyle.

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C.P.R. and More

Standard I All students will apply health promotion and disease prevention concepts to personal, family and community health and wellness issues. 1. Analyze the potential impact of common risk behaviors on the quality of life. 2. Explain the relationship of physical, emotional and social health as it relates to wellness. 3. Chronicle the historical impact of disease on contemporary health practices. 4. Analyze the impact of personal health behaviors on body systems. Standard II All students will analyze health issues by evaluating information from resources and processes this information to formulate an opinion. 1. Compare conflicting information regarding a health issue. 2. Formulate a hypothesis regarding a health issue. Standard III All students will recognize health risks and practice health enhancing behaviors. 1. Evaluate personal health risks. 2. Analyze the role of individual responsibility regarding risk behaviors. 3. Demonstrate the ability to maintain positive health behaviors. 4. Demonstrate strategies to improve personal, family, peer and community health. Standard IV All students will identify health issues and problems and make health enhancing decisions and demonstrate effective communication skills for remaining abstinent in situations. 1. Demonstrate the ability to make positive decisions related to injury, tobacco, alcohol, drugs, nutrition, fitness,

and stress. 2. Analyze how a variety of influences impact health related decisions. 3. Analyze how harassment issues impact health. 4. Demonstrate the ability to identify signs of a person contemplating suicide.

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Standard V All students will use a variety of methods to effectively communicate health information and ideas. 1. Demonstrate oral and written communication methods to produce effective health information and ideas. 2. Effectively express feelings and opinions on health issues. Standard VI All students will establish priorities and set achievable goals for personal, family and community health. 1. Evaluate personal strengths and weaknesses as part of the process of achieving health goals. 2. Establish goals for reducing potential home, school, and community environmental hazards. 3. Develop an effective plan for lifelong health promotion and disease prevention. Assessment: Students will write summary articles on current health issues; disease project; drug/alcohol project; group discussion participation. Standard VII All students will demonstrate skill and knowledge in CPR and First Aid. 1. Adult CPR 2. Child/Infant CPR 3. First Aid Assessment: Skill testing and written tests.

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Aerobics

All areas of the Zeeland Physical Education Curriculum are aligned with the National Standards for Sport and Physical Education (NASPE). Aerobics is an elective activity class in which the emphasis is on physical conditioning. It is designed to develop the students’ health-related emphasis and to increase the students’ knowledge of selected fitness concepts. The activities may include as per class decision high impact aerobics, step aerobics, rock climbing, rollerblading, rollerskating, cardio kick, bowling, jazz exercise, flexibility, jog/walking, slide aerobics, water aerobics, spinning aerobics, weight training, biking, and pilates. Motor Skills/Standard I All students will demonstrate competency in aerobic activities that develop the students’ health-related fitness and knowledge. 1. All students will perform correctly a variety of locomotor and non-locomotor patterns and direction changes in

response to a signal during Freestyle, Add-On, and Routine aerobics routines. 2. All students will combine locomotor and non-locomotor patterns in time to music. 3. All students will follow, develop and refine sequences into repeatable patterns. 4. All students will demonstrate proper body alignment and proper movement transitions. 5. All students will utilize heart monitors during exertion to achieve target heart rate. Learning Concepts/Standard II All students will identify and apply concepts which affect the quality of performance.

1. All students will calculate and utilize target heart rate and perceived exertion during aerobic exercise.

2. All students will distinguish between safe and unsafe exercises and practices.

3. All students will practice in ways that are appropriate for helping them learn new aerobic skills and to improve fitness levels.

4. All students will accept the differences between personal characteristics and the idealized body images and elite

performance levels portrayed by the media.

5. Through journal entries, formulate strategies to improve social, physical and mental health. Active Lifestyle/Standard III All students will be able to identify many varied opportunities for continued participation in aerobic activities after the class experience. 1. All students will analyze time, cost, and accessibility factors related to regular participation in physical

activities that can be pursued in the community. 2. All students will identify personal behavior that supports and does not support a healthy lifestyle. 3. All students will be empowered to maintain and improve physical fitness, motor skills, and knowledge about

physical activity. 4. All students will understand the ways in which personal characteristics, performance styles, lifestyles, and

activity preferences will change over the life span.

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Physically Fit/Standard IV All students will be able to design, develop, and take personal responsibility for an appropriate personal fitness program that enables them to achieve desired levels of fitness. 1. All students will use and understand the results of fitness assessments to guide changes in his or her personal

program of physical activity. 2. All students will analyze and evaluate personal fitness profiles regularly. 3. All students will assess personal fitness status in terms of cardiovascular endurance, muscular strength and

endurance, flexibility, and body composition. 4. All students will sustain an aerobic workout for a minimum of 20 minutes. 5. All students will set personal goals and work toward their achievement. 6. Evaluate personal health risks. 7. Demonstrate the ability to maintain health behaviors. Personal and Social Skills/Standard V All students will demonstrate responsible behavior in physical activity settings, both independently and with others. 1. All students will demonstrate self-discipline and responsible behavior, function independently, and positively

influence the behavior of others in activities during class. 2. All students will identify, clarify and attempt to solve individual/group problems or situations. 3. All students will apply appropriate etiquette in all physical activity settings. Diversity/Standard VI All students will demonstrate responsible behavior in physical activity settings, both independently and with others. 1. All students will exhibit respect and support for others while participating in learning activities. 2. All students will demonstrate satisfaction of meeting and cooperating with others of diverse backgrounds

during physical activity. 3. All students will identify the effects of age, gender, race, ethnicity, socioeconomic status, and culture upon

physical activity preferences and participation. 4. All students will respect the physical limitations of self and others. Values Physical Activity/Standard VII All students will understand that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction. 1. All students will develop an understanding and appreciation of lifelong fitness and wellness. 2. All students will make a commitment to physical activity as an important part of one’s lifestyle. 3. All students will be exposed to opportunities in the community (kickbox, pilates, wall climbing)

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Strength and Conditioning

All areas of the Zeeland Physical Education Curriculum are aligned with the National Standards for Physical Education developed by the National Association for Sport and Physical Education (NASPE). Strength and Conditioning is an elective activity class in which students will participate in strength training, conditioning, body mechanics, plyometrics, flexibility, and nutrition. Motor Skills/Standard I All students will demonstrate competency in strength and conditioning. 1. All students will demonstrate proper techniques for a lifetime of strength training, conditioning, and body

mechanics. Learning Concepts/Standard II All students will identify and apply concepts which affect the quality of performance. 1. All students will participate in strength, conditioning, and body mechanics appropriate to help improve motor

skills of individual and/or group sports. 2. All students will develop awareness of proper lifting, stretching, and flexibility that affect healthy physical

activities. Active Lifestyle/Standard III All students will be able to identify a variety of opportunities in strength and conditioning outside of the physical education class. 1. All students will be exposed to the many and varied opportunities in strength and conditioning. 2. All students will recognize health risks and practice health enhancing behaviors. Physically Fit/Standard IV All students will understand how strength and conditioning activities can fit into a self-designed personal fitness program. 1. All students will participate in a designed strength and conditioning program. 2. All students will demonstrate, design, and develop a strength and conditioning program specific to their

individual goals. Writing Component The goal of the writing component is to expose students to the latest nutrition, health, and fitness information through bi-monthly articles and reaction papers. Once every two weeks students will receive an article on a health and/or fitness topic. The students will be required to write a one page reaction to the article giving feedback on how the article relates to their personal health & fitness.

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Basic Athletic Training

Semester Course Credit: 1 Grades: 10-12 Prerequisites: None I. COURSE DESCRIPTION

Basic Athletic Training is a class offered to students that will give them the opportunity to recognize and assist in injury situations. This class is for students interested in the medical field. They will be able to demonstrate the knowledge gained through various methods including, research papers, lab situations, and written tests.

II. COURSE BENCHMARKS

A. Develop a medical vocabulary in terminology related to injury. B. Create an understanding of Human Anatomy

C. Evaluate mechanisms of injury.

D. Implement rehabilitation techniques for trauma and injury.

E. Apply subject matter acquired from professional journals.

F. Practice decision-making skills.

G. Create a plan to manage problems and crisis.

H. Practice individual responsibilities for health as it relates to social, emotional, and physical well

being.

I. Demonstrate use of technologies to improve health in others. III. COURSE OUTLINE

A. We will be using a text book entitled “ESSENTIALS OF ATHLETIC TRAINING” By: Daniel D. Arnheim. Typically, the class will be able to get through one chapter per two weeks.

B. Each day students will need to acquire information through note taking and/reading materials through

various forms of research.

C. Lab Days: Every week, we will spend one block in the athletic training room to tape body parts related to injuries discussed. Evaluations of injury will also be done in the lab.

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IV. STUDENT ASSESSMENTS

A. Each student will be responsible for completing a compendium style handbook. This will involve terms from each chapter or lesson and keeping this in a notebook that will be graded periodically.

B. Each student will be required to participate in lab sessions. There will be points accumulated while in

the lab.

C. Each student will write a research paper on a specific injury.

D. Tests: Students will take tests that will consist of multiple choice, fill in the blank, true/false and essay style questions. Lab tests will require taping, wrapping and assessing a partner’s “injury.”

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Zeeland Public Schools Physical Education

Fitness and Nutrition

Semester Course Interdisciplinary Class Credit: 1 PE & FCS Team Instructors Grades: 10 - 12 girls Prerequisites: None I. COURSE DESCRIPTION

Fitness and Nutrition is an experiential course offered to empower young women individually and collectively, to be the best that they can be – confident, physically fit, and emotionally well balanced. Girls will learn skills to increase their self-esteem, and to be able to demonstrate effective self-presentation in their personal as well as business environment. Teens will learn how to develop positive interpersonal and social skills. Emphasis will focus on nutrition and exercise, as well as various women’s health issues.

Students will develop a personal portfolio, collecting health and fitness fact sheets, charting and reflecting personal goals and organizing their materials.

II. COURSE BENCHMARKS

A. Perform assessments of individual growth and development. B. Practice implementing an individual plan of action. C. Apply food pyramid in food decision-making. D. Plan on individual exercise program for health and stress management. E. Practice stress management skills necessary to manage conflict resolution among multiple adult roles. F. Analyze the impact of healthful behavior on life goals. G. Internalize expectations of self. H. Evaluate standards for appropriate use of community resources. I. Develop a comprehensive plan for making decisions. J. Practice decision-making skills. K. Demonstrate skills necessary in the physical, social, and emotional care and nurturing self. L. Create a plan to manage problems and crisis. M. Demonstrate use of technologies to improve individual, work and community life. N. Practice individual responsibilities for health as it relates to social, emotional, and physical well being. O. Evaluate the influence and impact of various decisions on individual lifestyles. P. Propose criteria for a safe and healthy environment. Q. Practice independent decision-making. R. Assess individual aptitudes, interests, and abilities.

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S. Assess the effect of non-nutritional food choices on individual wellness. T. Employ responsibility in the practice of personal, work and community decision-making

responsibilities. U. Demonstrate responsible attitudes and actions when caring for self. V. Develop strategies to overcome cultural pressures. W. Investigate how conflicts or work, home, family, and other pursuits create stress for individuals. X. Analyze an individual decision.

III. SPECIFIC STUDENT BENCHMARKS

A. Be able to develop a plan to track and evaluate specific personal goals. B. Understand basics of nutrition. C. Evaluate cultural expectations as well as individual’s self-concepts of body image.

D. Understand impact of eating disorders. E. Be able to develop skills necessary to improve appearance, health and stress management. F. Be able to identify women’s issues in Reproductive Health (i.e., breast and uterine cancer, first pelvic

exam and toxic shock). G. Understand connection between nutrition, exercise, and life style habits.

IV. COURSE OUTLINE

A. Speed Day: Student portfolio and short topics (mini-lessons) 1. Sports nutrition 2. Calories 3. Fat grams 4. Emotional eating 5. Social eating 6. Menu planning 7. Fluids (plus beverages) 8. Assign fad diet topics 9. Stress management

10. Sleep requirements and disorders 11. Etiquette 12. Skin care 13. Hair care 14. Communication skills 15. Goal setting 16. Tobacco abuse 17. Skin cancer 18. Cosmetics/nail/skin/hygiene 19. Stress management

B. Lab Day Outline

1. One lab per week: power muscle step (exercise day) 2. One lab per week: women’s issues

a) history and design

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b) your ideal silhouette for women (computerized program) c) general nutrition

1) food pyramid 2) servings sizes 3) requirements

d) exercise connection (benefits hormones, metabolism, stress) e) visit Hope College - fat tank f) follow up - self-evaluation and body fat g) fad diet presentation h) food preparation demonstrations (8 demonstrations on various food groups and

sports nutrition) i) women’s reproductive health issues

1) breast and uterine cancer 2) first pelvic exam 3) toxic shock

j) body image and eating disorders k) stress management

V. STUDENT ASSESSMENT

A. Student portfolio tracking goals, reflections and fact sheets B. Student evaluation of peer food demonstrations C. Guest speaker reports D. Computer program “Weight Calc” “Dine Right” and “Body Image” E. Video reports F. Quizzes/projects

VI. RESOURCES, MATERIALS AND FACILITIES

A. Facilities 1. Our class would require two rooms in our current 96th Avenue campus. We would need both

the multi-purpose room and LME Food/Demonstration room. 2. We would be doing a combination of lectures and exercising. Both rooms need to be

assigned for the entire block and duration of the course. We want to maintain flexibility in our scheduling of activities and presentations.

3. Co-scheduling these two rooms together is mandatory for the implementation of this activity-based class. In the future, should this course gain popularity, the school system would need to consider adding an aerobics/food lab, multi-use facility for the high school. Both the LME lab and multi-purpose room are currently high demand areas.

B. Resource materials

1. Exercise equipment to purchase: a) head microphone set for instructor b) CD/tape deck c) 32 each of steps, handweights (2 lb. and 5 lb.), long exercise bands, short exercise

bands 2. Nutrition needs:

a) money for food ($1,000.00 per class) b) teaching aids:

1) nutrition aids 2) fat/muscle/food replicas 3) flip charts 4) skin fold calibers for fat

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5) 3D food pyramid 6) sports nutrition cook books 7) breast cancer models 8) pelvic exam models 9) toxic shock model

10) flip charts on various topics 11) tobacco model

c) computer programs 1) nutrition - “Dine Healthy” personal nutritional profile 2) fashion design - “Your Silhouette” body shape and fashion design

d) various videos 1) eating disorders 2) stress management 3) tobacco abuse

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Zeeland Public School Physical Education Program Standards

Advanced Strength - Speed & Power

All areas of the Zeeland Physical Education Curriculum are aligned with the National Standards for Physical Education developed by the National Association for Sport and Physical Education (NASPE). Strength and Conditioning is an elective activity class in which students will participate in strength training, conditioning, body mechanics, plyometrics, flexibility, and nutrition. Motor Skills/Standard I All students will demonstrate competency in strength and conditioning. 1. All students will demonstrate proper techniques for a lifetime of strength training, conditioning, and body

mechanics. 2. All students will be exposed to advanced strength and speed programs. Learning Concepts/Standard II All students will identify and apply concepts which affect the quality of performance. 1. All students will participate in strength, conditioning, and body mechanics appropriate to help improve motor

skills of individual and/or group sports. 2. All students will develop awareness of proper lifting, stretching, and flexibility that affect healthy physical

activities. Active Lifestyle/Standard III All students will be able to identify a variety of opportunities in strength and conditioning outside of the physical education class. 1. All students will be exposed to upper level agility, speed, strength and explosive movements. 2. All students will recognize health risks and practice health enhancing behaviors. Physically Fit/Standard IV All students will understand how strength and conditioning activities can fit into a self-designed personal fitness program. 1. All students will participate in a designed strength and conditioning program. 2. All students will demonstrate and develop a strength and conditioning program specific to their individual

goals. Writing Component The writing component for advanced strength will consist of a weekly journal. Students will reflect on their progress and provide feedback to the instructor. Students will be asked to comment on the effectiveness of the agility, speed, strength, and explosive activities that will be performed daily. More importantly students will be providing the instructor with continual feedback regarding their speed and strength gains, as well as the needs the individual student may have. Individual programs will be written by the students and reviewed regularly with the instructor.

Documents

New Zeeland Public Schools Physical Education Curriculum Guidezpsphysicaleducation.weebly.com/uploads/6/6/2/3/6623857/... · 2018. 9. 6. · Zeeland Public Schools K - 5 Physical